Renaissance Middle School

7155 Hall Road

Fairburn, Georgia 30213
Phone: 770-306-4330
Fax: 770-306-4338
Dr. Sandra Deshazier, Principal
Mrs. Benzie Brinson, 8
th
Grade & Content Administrator

8
th
Grade English/ Language Arts: 2014 - 2015
Instructional Syllabus

Teachers: Mr. Thomas Ricardo Baker Email address: bakert1@fultonschools.org
Ms. Shelia Gilliam Email address: gilliams@fultonschools.org
Ms. Simone Hand Email address: hand@fultonschools.org
Mrs. Johnetta Spivey Email address: spiveyj@fultonschools.org

Textbook:

Prentice Hall Literature Common Core Edition Pearson Education, Inc.
Replacement fee- $83.47

Prentice Hall Writing Coach Grade 8
Replacement fee-

Course Description:

In English/Language Arts (ELA), the student will continue to develop an appreciation
of written and spoken language that now begins to extend beyond the school setting.
Students will broaden their reading experiences through the study and analysis of
compelling literature while continuing to develop their own writing styles. They
independently apply the steps of the writing process to produce, revise, and publish
informational and literary essays drawn from research. The Middle Grades Writing
Test and the CRCT serve as measures of what the course is designed to cover.

Reading and Literature

Students will read and analyze a variety of literary texts such as poetry, drama,
short stories, and novels to acquire an understanding of the conventions of each
form.
Student will read and analyze a variety of informational texts to develop an
understanding of organizational structures, such as cause and effect or
comparison-contrast, and graphic features, such as diagrams and illustrations,
which are typically found in nonfiction.
Students will acquire new vocabulary and use it effectively in reading and writing.
Students will recognize and trace the development of the authors argument for
and against an issue.

Writing

Students will apply writing skills in a variety of ways in all subject areas.
Students will produce a variety of writings such as argumentative, narrative,
informational/expository, and response to literature.
Students will use technology to research topics and produce various products
such as essays and presentations.

Conventions

Students will learn and apply the rules of Standard English in written and oral
language.

Listening, Speaking, and Viewing

Students will participate in effective oral interaction with the teacher and with
other students.
Students will listen to and view various forms of media in order to gather and
share information, persuade others, and express ideas.
Students will effectively present a variety of projects with appropriate verbal
expression and presentation skills.


Course Standards:

Writing
The student writes clear, coherent text that develops a central idea or tells a story. The
writing shows consideration of the audience and purpose. The student progresses
through the stages of the writing process (e.g., prewriting, drafting, revising, and editing
successive versions).

Text Types and Purposes

ELACC8W1: Write arguments to support claims with clear reasons and relevant
evidence.

ELACC8W2: Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.

ELACC8W3: Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.


Production and Distribution of Writing

ELACC8W4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in Standards 13 above.)

ELACC8W5: With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed. (Editing
for conventions should demonstrate command of
Language Standards 13 up to and including grade 8.)

ELACC8W6: Use technology, including the Internet, to produce and publish writing &
present the relationships between info. and ideas efficiently as well as to interact and
collaborate with others.

Research to Build and Present Knowledge

ELACC8W7: Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating additional related,
focused questions that allow for multiple avenues of exploration.

ELACC8W8: Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and following
a standard format for citation.

ELACC8W9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.

Range of Writing

ELACC8W10: Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

Conventions
Conventions are essential for reading, writing, and speaking. Instruction in language
conventions will, therefore, occur within the context of reading, writing, and speaking,
rather than in isolation. The student writes to make connections with the larger world. A
students ideas are more likely to be taken seriously when the words are spelled
accurately and the sentences are grammatically
correct. Use of Standard English conventions helps readers understand and follow the
students meaning, while errors can be distracting and confusing. Standard English
conventions are the good manners of writing and speaking that make communication
fluid.


Conventions of Standard English

ELACC8L1: Demonstrate command of the conventions of Standard English grammar
and usage when writing or speaking.

ELACC8L2: Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing.

Knowledge of Language

ELACC8L3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening.

Vocabulary Acquisition and Use

ELACC8L4: Determine or clarify the meaning of unknown and multiple-meaning words
or phrases based on grade 8 reading and content, choosing flexibly from a range of
strategies.

ELACC8L5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

ELACC8L6: Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.

Listening/Speaking/Viewing
The student demonstrates an understanding of listening, speaking, and viewing skills for
a variety of purposes. The student listens critically and responds appropriately to oral
communication in a variety of genres and media. The student speaks in a manner that
guides the listener to understand important ideas.

Comprehension and Collaboration

ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics and texts, building on
others ideas and expressing their own clearly.

ELACC8SL2: Analyze the purpose of information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social,
commercial, political) behind its presentation.

ELACC8SL3: Delineate a speakers argument and specific claims, evaluating the
soundness of the reasoning and relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

ELACC8SL4: Present claims and findings, emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and well-chosen details;
use appropriate eye contact, adequate volume, and clear pronunciation.

ELACC8SL5: Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest.

ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate.

Reading of Informational/Literary Text
The students will be able to cite evidence from both literary and informational text that
supports their claim. In addition, students will be able to analyze the structure of a text in
order to make connections between all types of text.


Key Ideas and Details of Literary Text

ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.

ELACC8RL2: Determine a theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters, setting, and plot;
provide an objective summary of the text.

ELACC8RL3: Analyze how particular lines of dialogue or incidents in a story or drama
propel the action, reveal aspects of a character, or provoke a decision.


Key Ideas and Details of Informational Text

ELACC8RI1: Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.

ELACC8RI2: Determine a central idea of a text and analyze its development over the
course of the text, including its relationship to supporting ideas; provide an objective
summary of the text.

ELACC8RI3: Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or categories).


Craft and Structure

ELACC8RL4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.

ELACC8RL5: Compare and contrast the structure of two or more texts and analyze how
the differing structure of each text contributes to its meaning and style.

ELACC8RL6: Analyze how differences in the points of view of characters and the
audience or reader (e.g., created through the use of dramatic irony) create such effects
as suspense or humor.


Integration of Knowledge and Ideas of Literary Text

ELACC8RL7: Analyze the extent to which a filmed or live production of a story or drama
stays faithful to or departs from the text or script, evaluating the choices made by the
director or actors.

ELACC8RL8: (Not applicable to literature)

ELACC8RL9: Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious works such as the
Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity of Literary Text

ELACC8RL10: By the end of the year, read and comprehend literature, including
stories, dramas, and poems, at the high end of grades 6-8 text complexity band
independently and proficiently


Integration of Knowledge and Ideas of Reading Informational Text

ELACC8RI7: Evaluate the advantages and disadvantages of using different mediums
(e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELACC8RI8: Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient;
recognize when irrelevant evidence is introduced.

ELACC8RI9: Analyze a case in which two or more texts provide conflicting information
on the same topic and identify where the texts disagree on matters of fact or
interpretation.

Range of Reading and Level of Text Complexity Informational Text

ELACC8RI10: By the end of the year, read and comprehend literary nonfiction at the
high end of the grades 6-8 text complexity band independently and proficiently.
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Course Outline/Timeline:

Both semesters will thoroughly cover CRCT related conventions per the CCGPS set by the Georgia
Department of Education. However, a brief overview of the skills that will be incorporated into lessons
is listed below.

Fall Semester
Focus for writing: Argumentative and Informational/Explanatory
Primary Focus for reading: Informational Text
Secondary Focus for reading: Literary Text

Spring Semester
Focus for writing: Argumentative and Informational/Explanatory
Primary Focus for reading: Informational Text
Secondary Focus for reading: Literary Text

Literature Units of Study:
*These units may change if the teachers deems necessary.

Unit One: Every Changing Adolescents Identities in Literature
Unit Two: Stereotypes
Unit Three: Growth from Lessons Learned
Unit Four: Guilt/Redemption

Special Projects:
Students will be required throughout the school year to complete various types of projects related to
the course curriculum. All projects will count for twenty percent of the students grade. If students do
not turn in the projects on time one letter grade will be deducted for each day the project is late.

Materials:
Students are required to purchase a one binder, one composition notebook, black or blue pens,
pencils, and paper. Construction paper, 3X5 index cards, colored pencils, scissors, flash drive or
email account, dry erase markers, and glue are highly encouraged. Your child will need them for class
activities and projects.

Grading Scheme:
This class will adhere to Fulton County Grading Policy that consists of the following grading scale:

A 90 and above
B 80 - 89
C 70 - 79
F Below 70*
NG No Grade
INC Incomplete
*by state rule any grade below 70 is failing.


The final grade* in this class will be determined using the following
formula/criteria:
Performance on teacher-made tests ---------------------------------------------------- 25%
Performance on teacher made quizzes ------------------------------------------------ 20%
Performance on assignments ----------------------------------------------------------
Classwork 25%
Homework 10%
Performance Assessments, projects, and published writing ----------------------- 20%
8

Students are expected to adhere to the rules and policies of Renaissance Middle School and
Fulton County as stated in the RMS Student Handbook/Agenda and the Fulton Countys
Guidelines for Student Behavior.

Homework: It is the policy of Renaissance Middle School to assign homework as a reinforcement of
concepts learned in class; however, it is up to the discretion of the individual teacher as to whether it
is assigned daily or over the weekend. Evaluation of homework may consist of detailed grading,
generalized checking, or a combination of both techniques.

Recovery Process. FCBOE policy on Grading and Reporting (IHA) provides for the recovery
process at the middle school level.

B. Provision for Improving Grades
1. Opportunities designed to allow students to recover from a low or failing cumulative
grade will be allowed when all work required to date has been completed and the student
has demonstrated a legitimate effort to meet all course requirements including attendance.
2. Teachers will determine when and how students with extenuating circumstances may
improve their grades.

Scheduled Help Sessions: The teacher will be available ________________ to assist students who
are experiencing difficulty. It is imperative, however, that students requiring assistance give the
teacher 24 hour notice. Opportunity to accelerate can be requested prior to school and after school;
however, if assistance is requested during after school hours, it is the parents responsibility to provide
transportation.

Teacher/Parent Communication: An open line of communication is encouraged between teachers
and parents..

Absence/Make-Up Procedures: Upon returning to school following an absence, it is the students
responsibility to contact the teacher(s) to request make-up work. Make-up work must be completed by
the student within the time specified by the teacher. At Renaissance Middle School, the student will
give the same amount of time to make up the work as the student was absent unless other
arrangements are mutually agreed upon. The student will receive the actual grade on the make-up
work if the absence was excused. Make-up for unexcused absences may be reduced by 10 points.
Make-up work submitted late will receive a zero. (FCBOE Policy JBD)

I hope this answers most of your questions about this class. Please feel free to drop a note, an e-mail,
or call and leave a message at 770-306-4330 if you need to discuss anything throughout the school
year. I am looking forward to a great year and am glad that you and your child will be a part of it.


Parent/Guardian Signature_____________________________ Date_________


Contact Number____________________________


Email Address_______________________________



__________________________________________ __________________
Student Signature Date